Pre-service Teachers’ Views of Inquiry Teaching and Their Responses to Teacher Educators’ Feedback on Teaching Practice
Hye-Gyoung Yoon 1 * , Mijung Kim 2, Byoung Sug Kim 3, Yong Jae Joung 4, Young Shin Park 5
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1 Chuncheon National University of Education, SOUTH KOREA2 University of Victoria, CANADA3 Roosevelt University, USA4 Gongju National University of Education, SOUTH KOREA5 Chosun University, SOUTH KOREA* Corresponding Author


This study attempted to explore 15 Korean elementary pre-service teachers’ views of inquiry teaching. During a science teaching methods course, pre-service teachers implemented a peer teaching lesson, had a group discussion to reflect on five teacher educators’ comments on their first peer teaching practice, and revised and re-taught the lesson as a second peer teaching practice. The results indicate that pre-service teachers changed their views of inquiry teaching from following the process of inquiry or a completely unstructured discovery approach to facilitating students’ inquiry learning with instructional guidance. The importance of reflective group discussion and re-teaching a lesson is discussed.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2013, Volume 9, Issue 4, 347-359

Publication date: 14 Dec 2013

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Article Downloads: 1095

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